• an overview of the current UK MOOC landscape, illustrating the rich and to date rather neglected history of innovation in open course delivery within the UK during the period preceding our engagement with the large MOOC platforms and the launch of FutureLearn;

• a literature review which addresses key areas of concern within the current published and grey literatures on MOOC pedagogy and associated contextual issues; here we outline what we see as the most important themes currently driving the MOOC pedagogy debate;

• a series of ‘snapshots’ of current UK MOOCs, with an emphasis on looking at the detail of teacher practice, and on approaching the question of MOOC pedagogy from the position of the active teacher-practitioner;

• a conclusion which brings together themes from the literature review with the ‘snapshots’ in order to outline what we consider to be the most pressing issues the UK higher education community should be addressing in relation to MOOC pedagogy.

This is a valuable report, particularly since it doesn’t try to cover everything but focuses on pedagogical issues in particular. Also, the fact that the report limits itself to the UK situation may bother some, but the benefit again is depth. And the UK situation is contrasted with the well-known US MOOC platforms, portraying the UK MOOCs as being European in character. This is exemplified by the pan European OpenupEd platform, which exhibits such European values as equity, quality and diversity. A strong point is the literature review and the in-depth discussion of five exemplary MOOCs. Together, they show that the distinction between cMOOCs and xMOOCs is too simple, meanwhile intermediate and different kinds MOOCs have enriched the MOOC landscape.

The report contains a wealth of other interesting facts and views. Although it is of course a mere mark on the developmental timeline of MOOCs, anybody with an interest in their pedagogy should read it. It is time well spent. @pbsloep

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